General Brainstorming:
Grade Level - 8th grade Pre-AP/GT students/
Subject area - Our deconstructed LP was in Social Studies. I'm OK with that, but I prefer ELAR. Social Studies would be my second choice Let's switch to ELAR
Role: Teacher - Librarian - (Do we want to assume our current roles or switch?) Works for me
Wiki: We began the last module with my wiki, and I already have pages set up, so we can continue using my wiki, if that is OK with you.sounds good
A.3.3 Benchmarks:
Learning Outcomes: I really like having students classify questions as "on the line, between the lines, and unanswered in the text," especially as they are generating their own questions. What do you think about building off the lesson plan we deconstructed? I am thinking about something where we use a different subject area and type of text where the use of "Who?" "What?" "When?" etc. might not be as useful. For example, students might be engaged in interpreting challenging poems in English class. We might create a graphic organizer for questions that address diction, imagery, details, figurative language, and syntax instead. This will be a great lesson to work on.
Standards: 8.4 Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 8 Fig. 19(B) - ask literal, interpretive, evaluative, and universal questions of text
Determine which collaborative planning form we want to use:sample 2 from the class sample wiki
Schedule/Timeline: I have not completely wrapped by brain around all of this, yet, but I was checking out the course calendar for due dates, and this is due November 29--the Sunday after Thanksgiving. I will be leaving town for the holidays on the evening of the 24th and will not have time to do much more that reviewing and editing at that point. I will be on the road for 8 hours on Sunday and may not even be home until after 9pm. I do have early release on 11/20, the entire weekend, plus all day at home alone on the 23rd and 24th. Is this doable? YIKES!
November 1st Talk on phone
Scenario
Schedule
Planning Form-Sample 2
Lesson Plan template on Wiki
November 3rd-talk on phone (6 PM)
Strengths to Partnership
Administrator informed
November 5th talk on phone (9 PM)
Graphic Organizer
Self-assessment rubric for students
assessment rubric for educators
responsibilities for assessment
determine if we need to talk again on Sunday
Tuesday, November 10-talk on phone (6 PM)
Flesh out Lesson Plan
Thursday, November 12-talk on phone (9 PM)
Flesh out Lesson Plan
figure out what we need feedback on
decide if we need to talk more on Sunday or Tuesday
Wednesday, November 18
post questions for feedback
Scenario narrative: I remember Dr. M mentioned in the Collaborate session that the librarian is almost always the one to initiate collaboration, but that most people list it the other way around in their scenario. Let's be realistic and have the librarian initiate the collaboration--I'm thinking after a PLC meeting where the teacher either shared a problem or mentioned an upcoming activity she'd like to try but wasn't sure how to proceed. What do you think? After a PLC is a great idea. Librarian should approach the librarian to collaborate
Melissa, the school librarian attended the monthly English Language Arts and Reading PLC meeting in the school’s conference room to determine how she could best serve the English department and their students. In the meeting, Gena, the 8th grade Pre-AP/GT English teacher, mentioned she was preparing to engage her students in poetry study. While she has taught this unit in the past, Gena expressed that her students this year seem to struggle with making their own meaning from texts. She described how they have been able to interpret just about any text put in front of them, but they rely heavily on her questioning to guide them in drawing conclusions. Since poems convey such powerful meaning in such compact pieces, she expressed a need for some ideas to help students use their own questioning to guide their interpretation. Melissa shared that she had co-taught reading comprehension lessons with the 6th grade teacher during the previous grading period, and she had some ideas that she would love to collaborate with Gena to develop into a lesson for her 8th grade Pre-AP/GT students. Melissa volunteered to gather a few ideas and suggested meeting with Gena during her conference period the next day to further discuss the ideas.
After a PLC with the 8th grade team, the librarian approached the 8th grade GT teacher with the idea of a collaborative lesson. During the PLC the teacher, Ms. Montgomery, talked about finding ways to help her students understand poetry better. The librarian, Ms. Willardson, asked Ms. Montgomery if she had a minute to talk. They stayed in the classroom and Ms. Willardson shared an idea of co-teaching a lesson that includes a graphic organizer for students to help them find the different poetic devices used such as diction, imagery, details, figurative language, and syntax. Ms. Montgomery is excited to work together to build this lesson and the two agree to meet the next day during planning period.
How the administrator be informed of the collaborative planning in process:I think the administrators could be informed by the librarian stopping in and suggesting that the administrator pop in to see the collaborative lesson while asking for someone to cover the para's lunch duty so the library doesn't have to be closed!
Strengths brought to the partnership: Gena is currently teaching ELAR and has an instructional technology background that she brings her expertise in those areas. Melissa will be bringing her technology resources and experience with working with teachers to the partnership. For this specific lesson, Gena has College Board training for teaching Pre-AP and AP students at the high school level, so she has a broader understanding of how these students will need need to use questioning the text and other close reading skills in the future. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.)
Students will encounter increasingly difficult texts as they progress through school and through life. Whether they are tackling more advanced texts in their high school AP classes, reading articles from the school databases for research projects, completing required course readings in high school, or just reading the directions to assemble a new TV stand for their home, students WILL be required to pick up texts they have never seen before, read the text, and interpret it. The ability to question the text and determine meaning independently will help them understand what they read and be more successful in school and in life. Responsibilities for gathering or creating resources:
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Materials (consumables such as graphic organizers, notemaking tools, art supplies): graphic organizers (Question the Poem and Question Evaluation page) Ss will need pens, pencils, 3 colors of highlighters and/or access computers with Internet access. Ts will need highlighters to match the students' highlighters plus overhead or data projector or an interactive whiteboard.
Grade Level - 8th grade Pre-AP/GT students/
Subject area - Our deconstructed LP was in Social Studies. I'm OK with that, but I prefer ELAR. Social Studies would be my second choice
Let's switch to ELAR
Role: Teacher - Librarian - (Do we want to assume our current roles or switch?) Works for me
Wiki: We began the last module with my wiki, and I already have pages set up, so we can continue using my wiki, if that is OK with you.sounds good
A.3.3 Benchmarks:
Learning Outcomes: I really like having students classify questions as "on the line, between the lines, and unanswered in the text," especially as they are generating their own questions. What do you think about building off the lesson plan we deconstructed? I am thinking about something where we use a different subject area and type of text where the use of "Who?" "What?" "When?" etc. might not be as useful. For example, students might be engaged in interpreting challenging poems in English class. We might create a graphic organizer for questions that address diction, imagery, details, figurative language, and syntax instead.
This will be a great lesson to work on.
Standards:
8.4 Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
8 Fig. 19(B) - ask literal, interpretive, evaluative, and universal questions of text
Determine which collaborative planning form we want to use:sample 2 from the class sample wiki
Schedule/Timeline: I have not completely wrapped by brain around all of this, yet, but I was checking out the course calendar for due dates, and this is due November 29--the Sunday after Thanksgiving. I will be leaving town for the holidays on the evening of the 24th and will not have time to do much more that reviewing and editing at that point. I will be on the road for 8 hours on Sunday and may not even be home until after 9pm. I do have early release on 11/20, the entire weekend, plus all day at home alone on the 23rd and 24th. Is this doable? YIKES!
November 1st Talk on phone
- Scenario
- Schedule
- Planning Form-Sample 2
- Lesson Plan template on Wiki
November 3rd-talk on phone (6 PM)- Strengths to Partnership
- Administrator informed
November 5th talk on phone (9 PM)- Graphic Organizer
- Self-assessment rubric for students
- assessment rubric for educators
- responsibilities for assessment
- determine if we need to talk again on Sunday
Tuesday, November 10-talk on phone (6 PM)- Flesh out Lesson Plan
Thursday, November 12-talk on phone (9 PM)- Flesh out Lesson Plan
- figure out what we need feedback on
- decide if we need to talk more on Sunday or Tuesday
Wednesday, November 18- post questions for feedback
Scenario narrative: I remember Dr. M mentioned in the Collaborate session that the librarian is almost always the one to initiate collaboration, but that most people list it the other way around in their scenario. Let's be realistic and have the librarian initiate the collaboration--I'm thinking after a PLC meeting where the teacher either shared a problem or mentioned an upcoming activity she'd like to try but wasn't sure how to proceed. What do you think?After a PLC is a great idea. Librarian should approach the librarian to collaborate
Melissa, the school librarian attended the monthly English Language Arts and Reading PLC meeting in the school’s conference room to determine how she could best serve the English department and their students. In the meeting, Gena, the 8th grade Pre-AP/GT English teacher, mentioned she was preparing to engage her students in poetry study. While she has taught this unit in the past, Gena expressed that her students this year seem to struggle with making their own meaning from texts. She described how they have been able to interpret just about any text put in front of them, but they rely heavily on her questioning to guide them in drawing conclusions. Since poems convey such powerful meaning in such compact pieces, she expressed a need for some ideas to help students use their own questioning to guide their interpretation. Melissa shared that she had co-taught reading comprehension lessons with the 6th grade teacher during the previous grading period, and she had some ideas that she would love to collaborate with Gena to develop into a lesson for her 8th grade Pre-AP/GT students. Melissa volunteered to gather a few ideas and suggested meeting with Gena during her conference period the next day to further discuss the ideas.
After a PLC with the 8th grade team, the librarian approached the 8th grade GT teacher with the idea of a collaborative lesson. During the PLC the teacher, Ms. Montgomery, talked about finding ways to help her students understand poetry better. The librarian, Ms. Willardson, asked Ms. Montgomery if she had a minute to talk. They stayed in the classroom and Ms. Willardson shared an idea of co-teaching a lesson that includes a graphic organizer for students to help them find the different poetic devices used such as diction, imagery, details, figurative language, and syntax. Ms. Montgomery is excited to work together to build this lesson and the two agree to meet the next day during planning period.
How the administrator be informed of the collaborative planning in process:I think the administrators could be informed by the librarian stopping in and suggesting that the administrator pop in to see the collaborative lesson while asking for someone to cover the para's lunch duty so the library doesn't have to be closed!
Strengths brought to the partnership: Gena is currently teaching ELAR and has an instructional technology background that she brings her expertise in those areas. Melissa will be bringing her technology resources and experience with working with teachers to the partnership.
For this specific lesson, Gena has College Board training for teaching Pre-AP and AP students at the high school level, so she has a broader understanding of how these students will need need to use questioning the text and other close reading skills in the future.
Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.)
Students will encounter increasingly difficult texts as they progress through school and through life. Whether they are tackling more advanced texts in their high school AP classes, reading articles from the school databases for research projects, completing required course readings in high school, or just reading the directions to assemble a new TV stand for their home, students WILL be required to pick up texts they have never seen before, read the text, and interpret it. The ability to question the text and determine meaning independently will help them understand what they read and be more successful in school and in life.
Responsibilities for gathering or creating resources:
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Materials (consumables such as graphic organizers, notemaking tools, art supplies): graphic organizers (Question the Poem and Question Evaluation page) Ss will need pens, pencils, 3 colors of highlighters and/or access computers with Internet access. Ts will need highlighters to match the students' highlighters plus overhead or data projector or an interactive whiteboard.